Emotional Well-Being of Children and Youth with Severe Motor and Communication Impairment: A Conceptual Understanding.

IF 1.1 4区医学 Q4 CLINICAL NEUROLOGY

Developmental Neurorehabilitation Pub Date : 2022-11-01 Epub Date: 2022-07-28 DOI:10.1080/17518423.2022.2099997

Samantha Noyek, Claire Davies, Maude Champagne, Beata Batorowicz, Nora Fayed

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引用次数: 0

Abstract

Background: Children and youth with severe motor and communication impairment (SMCI) have difficulty providing self-expression through typical speech, writing with a paper and pencil, or using a standard keyboard. Their emotional expressions can be missed by peers and novel caregivers.

Purpose: To describe the indicators and components of emotional experiences for children/youth with SMCI.

Methods: Primary guardians of nine children/youth with SMCI were involved in photo/video data collection and follow-up qualitative interviews. Twenty-one familiar people (e.g., friends, family members, and/or care team) participated in semi-structured qualitative interviews.

Results: A conceptual understanding of emotional well-being specific to the population has been developed consisting of nine themes, encompassed by four domains i) Core Attributes, ii) Personal Experiences, iii) Surroundings, iv) Expression and Reception.

Conclusions: Emotional experiences of children/youth with SMCI are diversely expressed. Primary guardian and familiar person insight can be amplified to positively impact care and participation.

查看原文本刊更多论文

儿童和青少年严重运动和沟通障碍的情绪健康:一个概念上的理解。

背景:患有严重运动和沟通障碍(SMCI)的儿童和青少年在通过典型的言语、用纸和铅笔书写或使用标准键盘进行自我表达方面存在困难。他们的情绪表达可能会被同伴和新的照顾者错过。目的:描述SMCI儿童/青少年情绪体验的指标和组成部分。方法:对9名SMCI儿童/青少年的主要监护人进行照片/视频资料收集和随访定性访谈。21位熟悉的人(如朋友、家庭成员和/或护理团队)参加了半结构化的定性访谈。结果:对特定人群的情感幸福感的概念性理解由九个主题组成，包括四个领域i)核心属性，ii)个人经历，iii)环境，iv)表达和接受。结论:儿童/青少年SMCI患者的情绪体验表现多样。主要监护人和熟悉的人的洞察力可以被放大，以积极影响护理和参与。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Developmental Neurorehabilitation CLINICAL NEUROLOGY-PEDIATRICS

CiteScore

3.10

自引率

0.00%

发文量

审稿时长

6-12 weeks

期刊介绍： Developmental Neurorehabilitation aims to enhance recovery, rehabilitation and education of people with brain injury, neurological disorders, and other developmental, physical and intellectual disabilities. Although there is an emphasis on childhood, developmental disability can be considered from a lifespan perspective. This perspective acknowledges that development occurs throughout a person’s life and thus a range of impairments or diseases can cause a disability that can affect development at any stage of life.